Education and Should It Be Ural Environment and Nature Conservation Production: Artegrafica Silva S.R.L

N° 74 K-ISSN 0250-7072 r.

* * * Naturopa N° 74-1994 * »Nílí^» * Editorial C. Narbona Ruiz 4 • àSîfêé * Towards a sustainable environment S. Sterling 5 * In Poland S. Karwowski 7 Integrating efforts P. W. Bos * * * 9 In Hungary E. Vajdovitch Visy 11

CENTRE Campaigning in Malta D. Hamilton 12

NATU ROPA The Community G. Vincent, G. Vergnes 13 Scottish strategy K. Sankey 15

School Initiative Project K. Kelley-Laine 18

Voice of the Children K. Eskeland 20

Thinking and working together ./. Baines 21

Unesco A. Ghafoor Ghaznawi 22

Field study centres G. Cooper 24

Central European University E. Bellinger 25

Teacher training C. Oulton 26

In Italy G. Spinelli 27 Naturopa is published in English, French, German, Italian, Spanish and The Touch network M. Caha 28 Portuguese by the Centre Naturopa of the Council of Europe, Diversity within unity R. Williams 28 F-67075 Strasbourg Cedex. Port-Cros P. Robert 29 Editor responsible: lng. Hayo H. Hoekstra At the Council of Europe 30

Conception and editing: Christian Meyer

Special adviser for this issue: Stephen Sterling The Old Forge Frame St Quintin GB-Dorchester DT2 OHG Towards ENCY 95 hat is education and should it be ural environment and nature conservation Production: Artegrafica Silva s.r.l. defined, especially as regards the nat- must not be forgotten or pushed from the front Parma, Italy Wural environment, its management, its pages. resources and - man and his environment? Articles may be freely reprinted but it Preparing European Nature Conservation would be appreciated if reference is Most of us have long since lost contact with Year 1995, the Council of Europe hopes, cer- made to the source and copy sent to the nature and the outdoors, the "rules of life", the tainly on national and regional level, that Centre. The copyright of all photographs miracle of the endlessly renewing circle of life interest in and care for education for all is reserved. - often disturbed, to use a euphemism, by us, groups of the population and for all ages will by man. continue to grow and bear fruit. It is high time. The opinions expressed in this publication are those of the authors and do not The Council of Europe was a pioneer in this Naturopa 75 will be in support of the Centre necessarily reflect the views of the field but gave up this activity in the face of Naturopa's Fourth Pan-European Tourism and Council of Europe. other priorities. Other organisations took over. Environment Colloquy, to be hosted by the Polish authorities in Warsaw in September. It is widely believed that education, especially in the environmental field, is a priority; people This year's third issue will be dedicated to the must be made aware of their environment, of great Council of Europe effort for next year: their influence on and responsibility for it. European Nature Conservation Year 1995. • Even in times of stress in fields such as inter- Pages 16-17: national politics and unemployment, the nat- Illustration by Frédéric Pillot H.H.H. ď m-. •-V * <, f w p:- £f piïS.; 'M LfdMM&rtpV f, ' :

Editorial

;; f/ie course of the present legislature, the exercising direct powers in the formulation of Even so, the younger generations and the Spanish Government is facing a major basic rules applicable nationwide to the man- inhabitants of the large and medium-sized Ichallenge where its environment policy is agement of the coastline and the country's towns have developed a significantly greater concerned. Too little importance was given waterways, and also to the supervision of the degree of environmental concern in recent to the environment in the broad spectrum of national meterological network, luis been years and are demanding decisive action on sectoral policies during the period of intense entrusted by the Ministry of Public Works to the part of the public authorities. Such economic growth following Spain '.i transition the State Secretary for the Environment and action will require tlie existence of effective to democracy. As a result the volume of legis- Housing. instruments of citizen participation (a gov- lation enacted at central government level is ernmental advisory body, the Consultative insufficient and, worse, there are no models Council on the Environment, was recently set for co-ordinating decisions between one area o up) and will involve the creation of more of administration and another. It must be m environment-oriented industries and the remembered that since 1982 Spain has a: introduction of rules to facilitate the sharing become a highly decentralised state, one in of responsibility among all citizens: these which powers to implement environmental include an appropriate water and energy policies are vested wholly in the regional gov- pricing policy, more effective instruments for ernments. Furthermore, those governments monitoring and sanctioning polluting activi- have been endeavouring with varying degrees ties and a more precise definition of the term of success to assume powers in regard to the "ecological offence". treatment of solid urban waste and sewage that legally devolve upon the city councils, Av the end of the millennium approaches. largely because the cost of applying increas- Spain is facing grave problems of desertifica- ingly complex technologies is out of all pro- tion - half of the country is having to contend portion to the financial resources available. with serious or very serious erosion - an alarming imbalance of water resources The centra! government retains a number of between one part of tlie territory and another direct supervisory powers in connection and increasingdeterioration of tlie quality of with such matters as the conservation of the life in towns. Any genuine hope of f inding a coastline and the use and treatment of water solution will clearly depend on the political flowing in riverbeds that cross more than priority accorded to the environment. • one region. It also continues to have a major mediating role with the institutions of Cristina Narbona Ruiz the European Union, with regard both to the framing and implementation of Community State Secretary for Environment and Housing Spain rules, and to access to Community funds for For Spain to devise a national environmental capital investment projects. However, this policy strategy for achieving a model of sustain- role cannot be developed effectively until able development, agreements about political instruments of concerted action are devised and administrative decision making will there- which avoid dispersal of effort by establish- fore have to be concluded promptly. This is not ing a direct relationship between the region- the only difficulty that has to be overcome, how- al governments and the European Union, ever, as the average Spanish citizen is by no notwithstanding the not unimportant role means as environmentally aware as the majority already conferred on the local authorities in of his European counterparts. The reason for this context within the Committee of this is partly that the current economic crisis is Regions. causing unemployment to be seen as the most serious problem affecting Spanish society - and Even within the central government, powers a rapid resurgence of economic activity as the in respect of activities which have a signifi- only remedy - and partly that in Spain, levels of cant impact on the environment are shared atmospheric and other pollution, and of environ- among several departments. The rote of co- mental damage generally are low by compari- ordinating these areas of responsibility and son with those in other countries. | "In a context of change, especially on the international and j intergovernmental scene, the Council of Europe figures > prominently on account of its activities in the field of educa- 5 tion. Unfortunately education in general, and environmental education in particular, are victims of that very change. The problem of the environment is humanity's number one problem and environmental education must be regarded as a priority. Particular attention should be given here to young people so that the world's future leaders can learn to manage its affairs better than their elders. I am confident that in the run-up to European Nature Conservation Year 1995 priority will be given to environmental education in all the countries involved as due tribute to the miracle of nature."

Prof. Mario Pavan Chairman of the International Organising Committee European Nature Conservation Year 1995 For a sustainable Europe

Stephen Sterling need to go through. A fundamental change in in environmental quality and economic status thinking and practice is needed, as advocated between Western and Eastern Europe give £ £ nvironmental education saves by key documents such as the Brundtland cause for concern. Increasing European inte- Planet!" Is this a headline our chil- Report of 1987, and Caring for the Earth - a gration and homogenisation are leading to a dren or grandchildren are likely to strategy for sustainable living launched in reawakened desire both for more participa- read Esometim e in the next century? Perhaps 1991. Both these reports, and latterly Agenda tion at local level and a rediscovery of local not. but the notion hardly exaggerates the 21. have emphasised the critical role of edu- identity, of place and culture. Relevant to very important potential of this approach to cation in achieving shifts towards more sus- such concerns, environmental education can education, training and awareness-raising - a tainable economies and lifestyles. nurture the confidence, knowledge, values potential which was recognised in the and creative skills that empower people to UNCED document Agenda 21 which stated: make a positive difference to the quality of "Education is critical for promoting sustain- their lives and environment whether at local able development and improving the capacity Consensus on goals community or international level. of the people to address environment and development issues". Environmental education has its historical roots in nature study, and indeed study of Such high-level recognition of environmental flora and fauna and natural systems still has a How much progress has been education is remarkable when seen in a his- vital place. However, the last two decades made? torical context. Some 25 years ago, the term have witnessed an evolutionary process in was hardly known. Now, it has been recog- environmental education particularly as How much progress has been made? The arti- nised by ministers of the European regards content and methodology. Indeed, its cles in this issue of Naturopa are indicative of Community as "an integral and essential part embrace is so broad that many educational some of the outstanding projects and networks that have both sprung from and fed the of every European citizen's upbringing" and goals as well as environmental issues and fertile soil of environmental education. Seen furthermore, a key instrument in the success- topics are encompassed. There are many in a European growth context, one of the ful implementation of environmental policy emphases within it - local environments, cul- most encouraging trends has been the growth at EC and member state level, as evidenced ture and environment, ecology, urban studies, of international networks, from informal by the Commission's Fifth Action Plan for heritage, conservation, development issues, global issues etc - and many methodological groupings such as "Touch" which brings the environment. This trend is echoed in a together small groups of innovators from number of member states where increasingly, approaches. However, this diversity operates within a broadly agreed consensus on the phi- across Europe, to the larger projects such as policy-makers are beginning to recognise that the Environment and Schools Initiative which environmental policy and public support losophy and goals of environmental education, which still draws its inspiration largely has done much innovative work in schools through environmental education, informa- with support from the OECD. The European tion and participation must go hand in hand. from the Unesco Conference held in Tbilisi in 1977, which defined the goals as: Community has supported international projects since, and particularly since the EC - to foster clear awareness of. and concern Resolution on environmental education of The emergence of environ- about, economic, social, political and ecolog- May 1988. mental education ical interdependence in urban and rural areas; - to provide every person with opportunities At policy level, a number of countries are There are perhaps two main reasons for this to acquire the knowledge, values, attitudes, beginning to implement policies which pro- trend. One is reflected in the history of envi- commitment and skills needed to protect and mote environmental education, although it ronmental education. Since the UN improve the environment; appears that no government has yet fully Conference on the Human Environment of worked out and adopted a national strategy 1972, Stockholm, when the link between - to create new patterns of behaviour of indi- which links synergetically with environmen- education and the quality of the environment viduals, groups and society as a whole tal and economic strategic planning. was made, environmental education has towards the environment. received significant endorsement from inter- Sixteen years after Tbilisi, nearly six years national agencies who gave this area both sta- Whilst the language may sound somewhat after the EC Resolution of 1988, and nearly tus and support for programmes. These agen- behaviouristic for our current times, these two years since the Rio Earth Summit, the cies included Unesco-UNEP, which began its goals nevertheless remain as a powerful level of support for environmental education International Environmental Education statement of intent and challenge for all edu- remains much more impressive in intergov- Programme in 1975. World Conservation cational practice and policy. In 1992, Chapter ernmental and governmental rhetoric (which Union (IUCN), and not least, the Council of 36 of Agenda 21 added a further challenge by is easy) than it does in terms of widespread Europe which initiated a series of influential suggesting that all education needs to be support for practice on the ground, and active courses and conferences on aspects of envi- reoriented towards environment and develop- building and implementation of national ronmental education from 1975. ment and that national governments should strategies (which takes commitment and "prepare strategies aimed at integrating envi- resources). The second reason lies in the development of ronment and development as a cross-cutting issue within the next three years". the environmental debate, which since For years, examples of excellent practice in Stockholm has shifted from a focus on single environmental education were to be found environmental issues to a growing realisation wherever there were teachers and other edu- that environment and economics, or conser- The European dimension cators, field centres, and organisations who vation and development, must be viewed understood the benefits and effectiveness of together if either part of the equation is to be For Europe particularly, environmental edu- the approach for the student, the teacher and sustainable - and if we are to bequeath to our cation has a vital role to play, now and in the the environment. From a regional or national children and their children a healthy and future - and for several reasons. viewpoint, however, good practice has resource-rich environment. The growth of Environmental issues are evidently Europe- always appeared localised and patchy. Now, this understanding, and understanding of its wide, transcending national borders long partly through modern communications, it is major implications, may be seen as part of a before the Maastricht treaty heralded political much easier to exchange ideas, experience learning process which societies as a whole moves in the same direction. The differences and materials. Advantage is being taken of "There is a very long way to go before all people, (nut not least, all children, achieve a measure of environmental literacy commensurate with the scale of environmental problems thai the world already faces."

this situation as is evidenced in the growth in Third, they should not confuse environmental "touch" people, to connect people to nature, recent years of collaborative projects. awareness (which is relatively high) with to each other, to the environmental and However, environmental education organisa- environmental understanding (which is low), human consequences of their actions, and to tions and projects, particularly at local level, or understanding with the ability and willing- the future. From the vantage point of the mid- nineties. this future seems marked by uncer- are typically under-resourced and undersup- ness to change behaviour patterns. But nei- tainty and threats to well-being. If we fail to ported. ther should they worry through mistakenly equating environmental education with envi- take the positive opportunity that still exists to secure it for sustainability through ensuring Environmental education is essentially inter- ronmental campaigning: the considerable universal participative environmental educa- disciplinary and holistic in orientation, and educational benefits of environmental education. later generations may not forgive us. • typically involves experiential teaching tion are well documented. Fourthly, they methods. This presents problems to educa- should not confuse high profile and limited tional institutions who feel they can only life environmental education projects or S. Sterling operate on a subject by subject basis, using schemes, however, good, with the need to The Old Forge traditional methods, but often great rewards provide continuing multidisciplinary or inte- Frome St Quentin to more flexible institutions in terms of grated programmes across all curricula, for- GB Dorchester DT2 OHG enhanced learning and motivation amongst mal and non-formal. both the teachers and the taught. Despite an increase in interest, particularly in recent Lastly, they should not expect education to years, much more needs to be done in many change the world "single-handedly" or act as a areas, including teacher education, both at substitute for environmental policy. Any change initial and in-service levels, research, and in towards a more sustainable society and econo- extending environmental education and my must result from a whole complex of factors training practice in non-school sectors: high- including public opinion, appropriate media er education, business and industry, the pro- coverage, changes in technology, governmental fessions etc. economic instruments and policy, and involving all sectors of society. Not least, any educational There is a very long way to go before all peo- strategy for the environment must be mutually ple. and not least, all children, achieve a mea- reinforced, rather than contradicted, by other sure of environmental literacy commensurate government policies. Furthermore, it must build w ith the scale of environmental problems that on, rather than attempt to direct, existing initia- the world already faces. It may be that the tives and expertise. enthusiasm of many students and educators, pressure from the high level of environmental awareness amongst the public, the facility of telecommunications, the links made by inter- Challenge and opportunity national environmental education networks, Education has a special role to play - particu- and the status afforded by EC and other inter- larly if we are serious about environmentally governmental statements, combine to lead to sustainable development. The time is right for more systematic provision of environmental renewed support and action 011 environmental education for all, and before too long. education in Europe; to fully implement the policy statements of the European Union, of Agenda 21. and national governments; now Pitfalls for policy-makers rather than later. In Europe, we have the accumulated expertise and experience of over two Meantime, there are several pitfalls to be decades of environmental education develop- avoided by decision-makers. One is that they ment to build on. And we know that environ- should avoid equating "education" solely with mental education is effective. Meanwhile, schools. If we are to achieve a more sustain- both intuitively and from scientific evidence, able Europe, environmental education has to most people are very aware that pressures on be life-long and provided throughout society environmental quality and systems are in all sectors. Second, they should not see edu- becoming more rather than less severe. cation and information as the same thing. Information may help raise awareness, but Among the range of policy instruments open education implies a deeper process of personal to government whether at national or local and. by implication, social change. level, education is unique in being able to and NGOs carry out educational activities to • Programme development, including mod- alimited extent and range. ernisation as well as introducing special pro- In Poland grammes; environmental education packets for primary schools; modernisation of educa- Sfawomir Karwowski National Environmental tional programmes for vocational schools Education Centre which are related to the protection of the he key aims of environmental education environment, natural resources and forestry: (EE) in Poland are to develop and pro- training of trainers in environmental educa- The National Environmental Education mote awareness, understanding, knowl- tion. The tender procedure for programme T Centre (NEEC) was established in January edge, concern, responsibility, participation development has just been started. 1992 as a division of the National and action in the field of environment. Foundation for Environmental Protection. Government policy documents indicate that The Centre was created as an independent EE can be an effective instrument leading to body to initiate, stimulate and strengthen EE British Environmental Know- sustainable development. Concerning formal activities in Poland. education, the existing situation is as follows: How Programme Phase II involves six separate projects: strat- Primary schools

School environment committee Day of action The Eco-schools Award The school is asked to set up an environment The school is asked to put aside one day a co-schools is a Europe-wide project committee consisting of the head teacher and year for environmental action at which time designed to encourage environmental representatives from teachers, governors, pupils, everyone in the school will become involved E education and action to reward schools parents and non-teaching staff. The committee in achieving one or ore targets from the and their pupils for their efforts to become will meet to draw up a programme of action for action plan. environmentally friendly. The Eco-schools the school and monitor the progress of the pro- project involves the local community, the ject. This committee may designate a small Basic curriculum themes school and, where appropriate, the local action committee to take care of the day to day During the pilot-test the participating classes are authority, and will be of long-term benefit to running of the project. asked to study the theme of waste. In subse- everyone in the neighbourhood. Initial environmental review and action plan quent years the themes of water and energy will be studied. Teachers have the freedom to The Eco-schools project is being tried out this The schools will be given a document which can address the themes through any subject or topic. year in both primary and secondary schools in be used as the basis of an initial review of the France, Denmark, the Netherlands and Spain. environmental implications of the physical fea- Eco-code In the UK a small pilot study is initially being tures, practices and policies of the school and carried out by the Tidy Britain Group Schools neighbourhood. This will be helpful in preparing During the year the pupils and staff will draw up Research Project, in consultation with selected the action plan which will identify areas where an eco-code which will describe the nature and primary and secondary schools and advisers. If improvements are needed and establish specific- form of the school's commitment to environ- it proves successful, the national Eco-school targets and a timetable. mental education and positive action to improve awards will be administered from Wigan by the the environment.The eco-code will incorporate Tidy Britain Group Education Officer. Each of The action plan should include a system of monitoring and evaluation of the ongoing pro- the pilot-test schools will receive copies of Our monitoring and evaluating progress so that grammes of action and of the day of action. Environment and Inside Outside (see attached regular reports can be prepared for the whole leaflets) and guidance on carrying out an envi- school community. For further information: ronmental review. Further materials will be available for secondary schools. It is worthwhile integrating the survey and Tidy Britain Group targets into the curriculum in order to min- School Research Project Schools entering the award scheme should imise additional work. Experience has shown Falmer have the commitment of the head teacher and that over-ambitious targets may fail and lead Brighton University class teachers directly involved as well as the to loss of enthusiasm. It is wise to start with GB-Brighton BN1 9PH approval of the school governors, parents and simple targets and schemes to ensure success. non-teaching staff for the five core elements Building up to more ambitious targets is easi- of the scheme. er with accumulated experience. the non-formal sector. For this reason in 1992 a consultant was called in to advise on a strategy. International documents such as "Carina for the Earth" (UNEP/Unesco/IUCN) and "Agenda 21" (UNCED) as well as the advice on planning provided by IUCN's Commission on Education and Communication were grate- fully used as sources of inspiration. The process Finally resulted in the "General Plan on Environmental Education" that the Dutch Cabinet presented in autumn 1993.

In this document seven departments combine their efforts "to help individuals and groups with the process of learning about the way the principles of sustainability can be included in social and individual decisions and activities". The Plan focuses on the need for integration, cohesion and joint planning at all levels and between all actors, in particular with respect to the non-formal education sector. It is a strategy rather than a financial scheme although the search for higher quality and greater effect may subsequently result in more financial input. The basic objective is directly related to the principal message of Integrating efforts the cited documents which is to help individuals and groups with the process of learning Peter Bos Formal Education Plan 1991-94 about the way the principles of sustainability can he integrated in social and individual n the course of the last decennia an A major breakthrough was the decision in decisions and activities. impressive number of educational activi- 1990 of six government departments to make Ities related to nature and the environment a joint effort to further implement environ- An important aspect of the strategy is the have developed in the Netherlands. Various mental education in the formal education sys- strong focus on incorporation of environmen- NGOs and government agencies develop and tem. This interdepartmental project, coordi- tal education into the daily business of all supply teaching kits, handbooks, courses, nated by (he Ministry of Education and sorts of groups and organisations. This excursions, training, fieldwork and the like. Science, has two important characteristics: requires active involvement, if not actual ini- Many more groups and organisations are tiative, of relevant intermediary organisations involved in running the activities, inside as - It aims at integration of environmental edu- in planning and running the programmes. well as outside the school system. The cation in school subjects as well as the school national government, together with provincial itself. The latter approach in particular can As this is probably the most innovative and local authorities, is involved in facilitat- be considered innovative, addressing the aspect of the Plan. I will further elaborate on ing all this. In financial terms: in 1993 the school organisation - including parents and the background of this approach first. national government spent 31.5 million management - as an agent of change. Dutch guilders on environmental education; in 1988 this was 11.2. - Schools are independent bodies and therefore the initiative for new materials, advice and sup- Recent developments port has to come from the bottom. New pro- In response to the presentation of a White grammes have to support rather than replace In the last few years the importance of envi- Paper on Environmental Education in 1988 existing governmental education activities. ronmental education for social change appears the Dutch Parliament has asked for more to have gained new interest. Policy-makers financial participation by ministries other About 70 million Dutch guilders, partly new outside the field of environmental education than those of the Environment and Nature, and partly existing funds, have been allocated are starting to realise that real change and for more cohesion between the efforts of for the period 1991-94. Schools and inter- demands the involvement of the entire com- the national government and others. munity. both individuals and groups. The Finding a common denominator for a govern- mediary organisations have been invited to come up with proposals, and as a result a document "Caring for the Earth" sums up ment strategy has turned out to be a nearly what it is all about: "Values, economies and impossible mission. The field of environ- number of projects in primary, secondary, vocational and agricultural education have societies different from most that prevail mental education has grown into a sort of today are needed if we are to care for the supermarket, an enormous superstore that been facilitated. Various forms of communi- Earth and build a better quality of life for all". covers a vast number of products, clients and cation are used to stimulate interest in partici- suppliers. The very nature of the subject pation by schools and to disseminate infor- In the Netherlands the point was recently makes matters even more complicated. After mation and experiences. Evaluation is car- stressed in the evaluation of the national all, environmental education in its essence is ried out to gather information about whether a matter of values, norms and attitudes. the extra funds are effectively used to reach Nature Policy Plan. After extensive inter- Government interference therefore is a sensi- the main target: structural integration of envi- views and round table discussions with key tive subject. ronmental education in subjects and schools. persons the fundamental conclusion was drawn that the implementation of nature policy in the Netherlands has been severely In relation to this a certain lack of real com- slowed down by lack of commitment and mitment has had to be overcome; in fact the General Plan for Environmental participation in society, at all levels. process of designing an interdepartmental Education framework for environmental education has So the understanding is growing that there is actually caused several ministries to reflect This injection in formal education did not no such thing as a fundamental change towards on their position on environmental communi- replace the call for a strategic plan for envi- a society based on the principles for sustain- cation for the first time. ronmental education, focusing in particular on ability without wide involvement. Since, at root, a change of values is needed, commit- suppliers, users and funders), for the quality Netherlands is finally underway. The ment of citizens will have to be built up. of the content (e.g. implementation of the General Plan for Environmental Education concept of sustainability), and for policy offers good opportunities for integrating the At the same time, inside the field of environ- advice. efforts of all those who are involved in envi- mental education a related development is ronmental education in the Netherlands, sub- taking place towards stronger orientation to As participation of all relevant actors in this sequently improving the quality and effec- the specific circumstances of target groups. development process is an absolute necessity, tiveness of the educational programmes. • Here the challenge is to relate as far as possi- communication is a key task of the manager. ble education on environmental issues as Working conferences and workshops are Dr P. W. Bos much as possible to the core business of amongst the methods that are used. Chairman of the Interdepartmental Working Group for groups and organisations. With the right Environmental Education in the Netherlands commitment environmental education then After the developmental period of about 18 Ministry of Agriculture. Nature Management and becomes a tool for organisations to face their months an agreement between government Fisheries responsibilities in relation to the environ- bodies and NGOs on the establishment of a PO Box 20401 ment. So, a collective process towards gener- permanent structure for information, planning NI. 2500 EK The Hague al awareness and specific action is stimulated and policy advice will have to be put into within certain social frameworks. The practice. importance of this approach is that it helps to overcome one of the crucial problems of The process towards a more systematic environmental education, namely the fact that approach to environmental education in the social, physical and economic barriers often influence the individual's decision more than ecological arguments. By stimulating behav- ioural change in the context of the groups in which people function at least the social barriers, the reluctance of people to stand out and to act by themselves can be lowered. This preparatory approach must be considered as an addition rather than a substitute for more traditional forms of environmental education, which have proved to be a rich source of personal inspiration and motivation. 1 refer particularly to various types of outside activities that help to create a true relationship with our natural surroundings.

The strategy in practice The idea of using specific social contexts is an important feature of the Plan.

Four spheres of activity have been selected in which much social interaction takes place and on the basis of which many citizens are organised. These are: - quality of neighbourhood; - leisure and recreation; - sustainability in the work situation; - consumption and lifestyle.

Many of the educational programmes that the seven departments fund at present are aimed at the same target groups within these fields. The spheres of social activity can be seen as frameworks, in which integrating these programmes on the one hand, and addressing the relevant intermediaries on the other, can be linked.

An independent manager with an annual budget of Dfl 600.000 (ECU 300,000) has been commissioned to turn these rather wide clus- ters into operational fields of action. This means, in the first place, further selection on the basis of priorities and possibilities, and in Ihe second place identification of relevant social groups and their intermediaries. The manager is also responsible for the development of the necessary mechanisms for systematic exchange of information (between tion through an interactive teaching method- co-operative arrangement should be worked ology. It is also significant to remember that out to provide these courses on a nation-wide In Hungary the environment is the subject, medium and basis through parallel programmes sponsored aim of this integrated approach. Following by one or more institutions. are the bases for programmes within each Elizabeth Vajdovich Visy sector of the public education system. These independent environmental studies faculties should stress the interdisciplinary he definition of EE given by IUCN (cf. connections and the development of skills to J. Baines' article) accurately describes Primary and high schools implement environmental action at all levels. Tthe goals of the Ministry of Environment Creating these relationships and inter-rela- and Regional Policy for environmental edu- Integration tionships may require the modernisation of cation in Hungary. However, it is important the entire higher education system. This to define terms and lay out specific aims for Environmental education programmes should be integrated with the general cur- inter-connection of studies will facilitate the Hungary's programme. riculum at all levels and in all programme creation of environmental protection and areas. pollution control professionals who can meet Environmental education should focus on the challenge of the coming years. areas of nature conservation, remediation, environmental protection and resource man- Implementation agement. In addition, it must place emphasis Studies should not be limited to the acquisi- Professional education on political, economic, technical and human tion of knowledge. It is essential that stu- aspects of environmental protection such as dents' skills in analysis, communication, co- The goal of professional education is the dis- ethics, aesthetics and social issues. This edu- operation and implementation be empha- semination of information to the people who cation programme should not look just at the- sised. can take advantage of it most rapidly and put ory, but also at how to apply principles and new technologies into use. The vehicle for achieve goals through a problem and a value Working in the medium this programme should be through indepen- oriented process. dent professionals, professional groups or Students should have the opportunity to environmental faculties at the colleges and work within the natural and built environ- universities. ment at every opportunity. Fields and forms As stated in other sections of this report, it is Consolidation Environmental education should be a lifelong vitally important that a broad base of knowl- activity. This programme must focus on sev- The curriculum should offer the opportunity edge is imparted to professionals and that eral areas to make sure that the message is for periodic summary of the environmental this is done in an inter-disciplinary manner delivered to the widest possible audience. programmes at a given level and offer the that stresses the inter-relations between sci- The focus is 011 programmes within the student the opportunity to make essential ence. society, industry and others. school system and those outside of the nor- connections between the basic disciplines mal education channels. Promotion of both and the environment. A related activity that will drive the develop- general and professional education pro- ment of professional education is the ongoing qualification system development at grammes is important. Testing the Ministry for Environment and Regional Special attention will be paid to co-ordination Environmental education should form a sec- Policy for environmental professionals. of programmes so Ihey can build 011 each tion of required primary and final examina- other and recipients can move logically from tions in the different subject areas. Extension service for specialised training one level to the next. The specific elements and media are discussed in the two major Colleges and universities The importance of specialised specific train- areas of education, which are: The mission of this environmental initiative ing cannot be over-stressed. More and more - public education in primary and high is to produce environmental professionals professions will require specific knowledge of schools, colleges and universities, postgradu- with a broad understanding of all of the fac- environmental programmes, protection and ate training; tors that contribute to sound environmental awareness. Extension courses can impart policy and practice. Currently, Hungary pro- knowledge quickly to those who can most - the programmes in the private and non-prof- duces many excellent technicians and scien- readily use it. These extension courses can it sectors. tists, but fails to integrate their research and also provide a method for professionals to education into the broader context of policy build proficiency in important areas such as and action. environmental impact studies, environmental Public education audits, specific environmental programme Within the scope of higher education, in both application and various nature protection and While the Hungarian public education system the universities and colleges, it is practical conservation programmes. Extension courses has been highly successful in many of the and desirable to introduce environmental (in a professional development mode) could environmental sciences, it is essential that technology and environmental management also provide the basis for specialised teacher this be expanded and integrated into the as basic or optional studies. These faculties training in environmental sciences and the entire curriculum. should function independently and allow stu- proposed integrated curriculum at primary dents the option of taking individual courses and high school levels. It is also vital that environmental education is or to earn a degree in environmental sciences. not simply the giving of knowledge, but skill If there is 110 possibility that an individual Another special form of these courses should improvement and mind and behaviour forma- college or university can accomplish this, a be based 011 the modular course system dis-

I I cussed under the heading of colleges and uni- - influencing public opinion and behaviour; systems to existing processes. One important versities. These courses could allow profes- aspect is that these programmes can share - encouraging people and institutions to take sionals to pursue a special interest or acquire much of the knowledge and materials devel- action; knowledge necessary to perform their job oped for formal education programmes. duties. But the modular structure could also - increasing the desire for self-management allow them to work toward certification or a and control of the environment; Book publishing, videos and films are also graduate degree in an environmental discipline. important methods for distributing environ- - making the need for regulation and restric- mental knowledge and the forming of public It is strongly urged that colleges and universi- tion understood and accepted by business, opinion. ties create environmental management devel- industry and the public; opment centres within the structure of their - encouraging co-operation and community One other interesting development in this programmes. action to improve and protect the environ- area is the growth of entrepreneurial activity ment. in publishing, film and video making and publication of periodicals concerned with the The form of this type of education is very environment. This market shows growth Programmes outside the diverse. It ranges from official information potential and should be encouraged by school system dissemination to general, non-degree educa- increased formal and informal environmental tion. The medium ranges from the mass education programmes. These entrepreneurial A concerted effort must also be made to media to adult education and includes the organisations should be made full partners in reach those individuals outside the formal arts. this programme to improve public awareness education system. Environmental awareness and knowledge. and knowledge of the challenges facing Public institutions such as museums and Hungary are of utmost importance if libraries and public education institutions will Dr E. Vajdovitch Visy improvement programmes are to be support- 1 lead of Research and Education Department ed by the public. As with all of the pro- play a major role with exhibitions and pro- Ministry of Environment and Regional Policy grammes mentioned in this report, this one grammes for the general public. Fo u. 44-50 should be organised and systematic. People's colleges (community education), H-1011 Budapest 1 once very popular institutions and experienc- The aims of this informal education pro- ing a revival in Hungary, can spread general gramme are: and specific information about the environ- - increasing interest in the environment and ment. increase knowledge of environment- attention to it; friendly processes and adapting operating

Campaigning in Malta Dustan Hamilton If a sponsor is found, T-shirts are printed radio station "Voice of the Mediterranean" and used as prizes in competitions in the all help to increase awareness, in the latter CO, the Malta Ecological Society, media to continue increasing awareness case even on a regional basis. although a relatively new NGO on the regarding the particular EE campaign. Ehighly populated but relatively small National picture/essay/poster/photo/poetry ECO volunteers conduct scientific surveys islands of Malta, has been working on a EE competitions get a very good response to see which problems must be tackled and number of public awareness campaigns from schools. Students are also given EE we are constantly writing letters to the press annually since it was set up in December sheets to colour in. regarding various issues. 1991. An annual event is the ECO International D. Hamilton For each campaign, sample poster, sticker, Children's Hearing, where children and ECO Education Officer leaflet and slogan designs are prepared and youth get a chance to speak to the people in Malta Ecological Society showed to possible sponsors, without power. ECO also involves youth and chil- P O Box 322 which none of ECO's campaigns would dren who are not actually involved directly Valletta take place. Once sponsors are found, print- in environment by organising joint activi- Malta ing takes place and press releases are ties, such as clean-ups, with them. These issued to all the media. The printed educa- groups include resident associations, tional material (poster and information) is scouts, guides, youth and sport centres. sent to all banks, schools, hotels, government offices, cinemas, libraries and other Seminars, discussions, protests in the public places to reach different sectors of streets and our own weekly "Ecological the public. Panorama" programme on the international The Community Gilles Vincent change on developments in environmental ronmental education. To qualify for financial Gisèle Vergues education within the member states: and the support, projects must comply with certain common needs and priorities discernible at very precise selection criteria. They shall: an has the fundamental right to Community level. - generate a marked multiplier effect on a freedom, equality and adequate European scale; conditions of life, in an environ- It is facilitated by the existence of a working men"tM of equalit y that permits a life of dignity party specially appointed for the purpose. - demonstrate an effective and balanced and well-being." Composed of representatives of educational degree of co-operation among the partners authorities and due. this year, to be enlarged concerned; It was in these terms that the delegates to the to include representatives of authorities on United Nations Conference in Stockholm in environmental questions, this working party is - have a direct transfrontier impact; 1972 launched the idea of environmental run by Directorate General XI, Environmental education. Education and Training Sector. and should aim: - to facilitate the lasting integration of envi- Two decades have passed. The ethical dimen- ronmental education in all systems of educa- sion of environmental education is still a pri- Better information tion; ority, for the destiny of humanity is at stake. We bear a major responsibility to provide With the working party's assistance, the - to promote the transfer and exploitation of future generations with a world that is fit to Commission has completed some of the pri- innovative experiments. live in. ority tasks set out in the 1988 Resolution:

The success of campaigns to promote sus- - the inventory of initiatives taken in the tainable development will to a large extent member states was presented to the Council Increasing public awareness depend on how individuals behave, what in 1992 in the form of a position paper; and providing information decisions they make and how well they - a "vade-mecum" for trainers is being com- The above possibility relates only to projects understand environmental problems. piled and should be available early in 1995; intended for the education system. Although awareness of environmental prob- - a guide to institutes of higher education Associations and organisations operating out- lems is great and growing, the fact remains offering courses in environment-related disci- side that system may be associated with them that a more comprehensive strategy is needed plines was published in 1993 by the Office through their work with pupils and teachers. to inform and educate the public at large. for Official Publications of the European For projects designed to increase public Communities. awareness or provide information about the However crucial awareness may be as a vehi- environment, there is a different procedure cle of change, altering human behaviour is a which is also the subject of an annual invita- long-term enterprise which needs to be start- tion published in the Official Journal. ed as early as possible in the educational Assistance for pilot projects process. Strictly speaking, the European The 1988 Resolution invites all member states Union has no common policy on education to implement pilot projects on educational Prospects and the member states are alone responsible research activities. With the specific budget at for their education systems; it does, however, its disposal for the purpose the Commission is The 1988 Resolution invites the Commission have a role to play in giving support to such able to provide financial assistance for pilot pro- to organise meetings, seminars and symposia Europe-wide priorities as may be incorporat- jects presented by teachers' andtrainers' associa- about aims and methods of environmental ed into a country's system of education; and tions, training institutes, university research education with reference to the specifically environmental education surely features groups, and voluntary organisations pursuing European aspects. prominently among those priorities. extracurricular activities. In the field of teacher training, for example, encouragement was given A summer university will be held for the in 1993 to the creation and experimental use of first time in September 1994, at the Community action educational modules and materials. Commission's instigation. It will enable designers of projects already presented to the Implementation of the priority measures Every year the Official Journal of the European DG XI or project officers with national agen- specified in the Resolution of 24 May 1988 Communities publishes an invitation to submit cies, to meet the working party of the comprises two aspects: information inter- proposals relating to measures to promote envi- Environmental Education and Training sector and take stock of action in progress throughout Europe, it will also provide opportunities for profitable exchange with other intergovernmental organisations such as the OECD (Environment and School Initiatives programme) and the Council of Europe.

The participants will then be able to identify new ways of strengthening the position of environmental education at all levels of the education system and present their desiderata or recommendations to the policy-makers representing the member states. School class in the river

It is expected that the summer university will have a beneficial impact on the production and distribution of appropriate teaching materials. For despite the large number of products intended for schools (books, brochures, "ecological" video games etc) most of these foster only a piecemeal Basic texts approach to environmental problems.

One of the Commission's major objectives, 1987 - to produce a guide to institutes of higher education offering courses in environment also pursued by some of the campaigns it Entry into force of the Single Act: a legal problems; supports, is to meet the demand for a fully provision (Article 130) enables the comprehensive approach while making as Community to take whatever measures are - to work for the inclusion of the theme "envi- many complementary local initiatives as necessary in order: ronment" in the community exchange pro- widely known as possible. With its overview grammes of the Task Force on human of matters as they stand, the Commission is - to preserve, protect and improve the quality resources, education, training and youth task in a position to prompt the creation of train- of the environment: force. ing manuals of Europe-wide relevance that take on board the knowledge that national - to protect human health; frontiers are no barrier to pollution of the - to ensure the rational use of natural 1992 environment. resources. In their conclusions (92/C 151/02), the Council and the Ministers of Education meet- The final stage of the Community's action in 1988 ing within the Council confirm the crucial role the medium term is the preparation between A crucial text was submitted by the of environmental education which "should be now and the end of 1994 of the eagerly Commission to the Council and the Ministers considered an integral and essential part of awaitedreport to the Council and the of Education meeting within the Council. The every European citizen's upbringing". They Ministers of Education 011 the progress of outcome was Resolution 88/C 177/03 of 24 also note with satisfaction that the action on each of the points in the 1988 May 1988 which sets out the objectives and Commission's Fifth Action Programme enti- Resolution. It will then be possible to envis- guiding principles and the action to be taken tled "A European Community programme of age a further stage in the integration of con- at the level of the member states and at policy and action in relation to the environ- servation in the educational processes. The European Community level in order to ment and sustainable development" refers to idea, inspired by the recommendations con- improve environmental education. the need for better provision of environmental tained in the Fifth Action Programme and in information and education (Chapter 7.5). Agenda 21, is to devise a sustainable strategy a. The member states are asked: valid up to and preferably beyond the final "The importance of education in the develop- years of this century. Environmental educa- - to take all measures necessary for implement of environmental awareness cannot be tion and policy-making should go hand in menting interdisciplinary education in overstated and should be an integral element in hand so that local stop-gap measures may be schools and in all educational establish- school curricula from priman level onwards.) superseded by others which are forward- ments; (...) Environmental studies - whether separate or looking and worldwide in scale. - to develop teachers' knowledge of environ- integrated into natural and social science studies mental matters; or amalgamated with other studies in prepara- The task is a considerable one and the issue tion for everyday life (such as civics, politics, vital, for the only way forward is to develop - to create and disseminate appropriate industrial relations, hygiene and health care) - in the minds of present and future generations teaching materials. should be included in all primary and secondary a sense of solidarity towards all human beings school curricula by the year 2000 at the latest throughout the world and for all time. • b. The Community is asked: and be listed as á¡formal examination option as- soon as possible after that date." - to facilitate the interchange of information G. Vincent among member states by producing inven- G Vergnes tories; Still more recently, the Treaty on European Commission of the European Communities Union, which came into force on 1 November DG XI - to organise colloquys, conferences and sem- 1993, includes two provisions (Articles 126 Rue de la Loi 200 inars for the discussion of objectives, meth- and 127, chapter 3) which enlarge the field of B-1049 Brussels ods and curricula of environmental educa- Community action in the sphere of education tion; and vocational training. The role of the Commission in these fields can be seen as a - to place documentation on environmental natural response to the recommendation that issues at the disposal of the member states; "member states co-operate, exchange infor- - to organise summer universities for teach- mation and compare their experience on ing specialists; issues common to their education systems. " Learning for Life in Scotland Kate Sankey NW Europe Committee of the IUCN comprehensive rationale for environmental Commission on Education and Training (as it education, and putting education in the local cotland, a small country within the United then was), hosted by the Scottish and global contexts of sustainable develop- Kingdom, has often had a distinctive con- Environmental Education Council (SEEC) ment and the principles for sustainable living. Stribution to make in response to challenges and held in Stirling. The encouragement pro- Following an extensive information gathering set by European and other international agendas. vided by our European colleagues at such exercise the working group report on their With the advantage of having most relevant gatherings is much appreciated. findings and paint a picture of great and var- government departments together in the Scottish ied, if unco-ordinated, activity. With this as Office under one Secretary of State, a largely At the time there was an important resur- the backdrop the report proposes a strategy autonomous education system and a relatively gence of interest in environmental matters. together with recommendations for its effec- compact set of government and non-government Perhaps significantly it was a time when the tive implementation. The strategy addresses agencies, we are able to mobilise our collective global and cross-sectoral nature of both envi- seven key areas: policy, school curriculum, expertise and often to lead the way. ronmental problems and their possible solu- post-school education and training, research, tions was being faced. One reaction was the information, networking and co-ordination, The publication of Learning for Life is a growing awareness that the development of and review. milestone (but only a milestone) in a fascinat- successful environmental policies required ing process represented by two and a half bringing together a variety of structures and There are 12 strategic recommendations for year's work and extensive consultation by a processes and most importantly required the government, its departments and agencies, multi-sector working group. The UK govern- support of the whole community. All this and a further 20 for specific initiatives which ment is now citing the working group in its brought into focus the need for education and the working group wishes to see progressed more recent environmental policy documents. training as a policy tool of great potential. and strengthened by a wide variety of individuals and organisations. Our experiences in developing a national The task of the working group was a daunt- strategy have been shared throughout the UK, ing one as it strove to weave together the Whether the summation of all the recom- Europe and further afield, including the multi-various parts of the strategy. Here was mendations provide Scotland with a robust, Global Forum in Rio and recently in New an opportunity to take an holistic view and in workable strategy is yet to be tested. Zealand. The interest is certainly extensive, sympathy with this approach, the larger can- However, the responses received by the so it is very important to examine just what vas was divided, not by subject or sectoral Scottish Office provide overwhelming sup- the achievements have been, or are likely to boundaries, but by the fields of influence on port and enthusiasm and a willingness to accrue from this highly intensive effort. learning, thereby stressing that learning is contribute to the strategy's implementation. most valuable when it relates to our own They also stress the need for a strong policy Firstly, some background to the initiative. experience and lifestyle. These learning con- commitment from the Secretary of State for Undoubtedly there was a degree of European texts are the home, community, leisure, Scotland with an ongoing mechanism for influence at the beginning of the process in school, post-school education and the work- reviewing, updating and evaluating progress. 1989. An appropriate response to the EC place. They provided the overall structure for Nine months on, the environmental educa- Resolution of 24 May 1988 was still being the group's work and led to a strategy which tion community wails for the Scottish Office discussed at UK level and the responsibility focuses on environmental education opportu- to make its statement setting out its commit- of countries to make a contribution to the nities which contribute to the achievement of ments and priorities. international dimension was growing in a more environmentally sound and sustain- importance, partly as a consequence of envi- able society, with benefits for people and environment together. Ill the words of Learning for Life: "The vital ronmental and development policy docu- thing is to start as soon as we can". • ments such as the World Conservation Strategy, 1980, and the Brundtland K.Sankey Commission Report, 1987. A valuable reference Chief Executive Scottish Environmental Education Council Further European impetus came from the Learning for Life has been welcomed as a University of Stirling 1989 annual conference and meeting of the valuable reference document providing a GB-Stirling FK9 4LA

Kathleen Kelley-Laine The Environment and School Initiatives Project (ENSI) is an activity of the Centre for hat does an international project in Educational Research and Innovation, and is, education mean? What purpose does I think, true to the original ambitions of the Wit serve? What benefits does it entail Centre: to combine questions of the teach- for participating countries? What is the hid- ing/learning process with questions of educa- den agenda? tional policy and to assist member governments in reflecting upon their policy develop- These are often the questions that are slung at ments by providing them with relevant inter- the head of international civil servants by national data. those rightly suspicious neophytes who are considering whether or not to become Unlike a number of projects which are initiat- involved in some nebulous international activ- ed by the Secretariat and then approved by ity where neither the inputs nor the outcomes the CERI Governing Board, the ENSI project are ever defined. The stereotypic view of such was initiated in 1986 through a direct request activities often claims that international by one member country, Austria. The idea organisations serve only to legitimate present was first developed at a Conference of educational trends by hiring obscure experts Ministers of Education of OECD member to travel around the world to produce illegible countries held in Paris in 1984, when reports that are discussed at boring meetings Minister Herbert Moritz of Austria under- of country representatives, and then are buried lined that environmental education was one forever in the depths of bureaucratic offices. of the most importance priorities for the future development of education. The CERI This stereotype needs to be reviewed, espe- Governing Board then decided to include the cially today within the context of a radically project in its Innovation Exchange changing international scene: the inclusion of Programme and invited member countries to Eastern Europe in the Western world philoso- volunteer their participation. phy and the creation of a European state shed Piecing together a vole's skeleton from bones taken from a new light on supra-national organisations to the complexity of nature. such as the OECD. Innovative initiatives The Centre for Educational Research and Twelve member countries took up the chal- - interdisciplinary learning and research; Innovation (CERI) was created within the lenge of identifying and setting up innovative OECD in 1968, a time of what seemed to be teaching and learning environmental educa- - reflective action to improve environmental a revolutionary change, and when profound tion initiatives in schools. Each country creat- conditions; questioning of social values and organisation ed a network of approximately 10 to 12 was high on the national and international schools and appointed a national co-ordinator - involvement of students, at least partially, in agendas. It seemed then that the creation of a to provide the links within the country and decision-making, or problem-finding, on pro- centre whose mandate was to identify, assess also with the OECD Secretariat. cedures and on monitoring their work. and disseminate the most innovative educa- The concept of environment was to be broadly tional practice in member countries was both The objectives of the project were clearly defined, not limiting school initiatives to the necessary and timely. defined from the beginning: rather than try- natural environment but including social, eco- ing to constitute an international shopping list nomic. cultural and technological dimensions. Time has run on and we are in 1994, and the of criteria for good environmental education, last 26 years have seen many educational the group of participating countries agreed to The activities of the schools were to extend innovations come and go in member coun- the challenge of defining a series of guiding beyond the boundaries between schools and tries - some people say that curriculum inno- principles that had no pretension of being community to links with outside institutions. vations are not effective enough, cheap value-free. Given the growing environmental enough, or quick enough, and what is needed imperative, the following criteria were seen Different kinds of schools represented includ- is standardisation that works, that can be to constitute a new responsibility for the edu- ed primary, secondary and vocational measured through performance indicators cation system, that is the promotion of envi- schools. and controlled in schools by testing. ronmental awareness and of dynamic qualities in students, such as initiative, indepen- dence, commitment and readiness to accept responsibility. Interpret within the context Nothing is easy The participating teachers were asked to inter- The link between environmental awareness Simplifying solutions to a complex problem pret these criteria within their own national and dynamic qualities provided the basic such as education is usually indicative of a logistics for the choice of schools in partici- and local contexts, as well as to monitor their defensive position. Perhaps the 1968 vision of pating countries. It was important to identify initiatives by reflecting on their activities with what innovation could do to the education sys- schools and teachers who were ready to take a view to continuous improvement. This type tem was also simplistic - rapid change without part in an innovative educational process, to of strategy known as action-research was to a boomerang effect is impossible. It may well analyse and document their work, and to make a significant contribution to gaining be that the ideology of innovation as the solu- practise flexible teaching and learning strate- knowledge of environmental project work. tion to solving the problem of the education gies. The following criteria for selecting system has waned just as have so many other schools were defined and school initiatives The results of this initial two-year phase were ideologies, and what we are left with are the were to include four dimensions: discussed at an international conference and real problems, situated in specific contexts, public project exhibition in Linz. Austria, in with certain values, organisational structures, - personal involvement of students and their September 1988. attended by 350 participants and actors within a complex system. emotional commitment: from the 12 member countries. 150 of the a b) strengthening the support structures for and decision-makers, but also to those who E environment and school initiatives by the are able to use the data to continue construct- 3 appointment of pedagogical support persons ing their own knowledge and further their 2 to work directly with the teachers, as well as own daily problems of education, rather than P a co-ordinator in each country. In many cases to spin dreams condemned to disappear as the pedagogical support persons are quickly as they emerge. • researchers based in a university and who are familiar with action-research methods; K. Kelley-Laine Head of ENSI Project c) taking action-research further with teach- OECD ers to strengthen their research activities, 2 rue André Pascal especially that of producing knowledge: F-75775 Paris Cedex 16

d) exploring, analysing and developing critical reflections on the interaction between grassroots environment and school initiatives and environmental education policy development in member countries. The policy context of ENSI is to be an integral part of each national report: in addition, six of the participating countries have requested the Secretariat to carry out an in-depth study of environmental educational policy developments. The international analysis of these developments will considerably enrich the present viewpoint on EE today;

e) examining the relevance of recent developments in the environmental sciences for environment and school initiatives. This is done through a number of organised encounters between specialists in the environmental sciences and teach- raptor's pellet is a good way of opening children's minds ers, researchers and the ENSI network of coordinators and pedagogical support persons. The issues explored are the following: - how to include the notion of sustainable development within the general school cur- participants were students from 9 to 19 years riculum (Netherlands); of age, accompanied by 120 teachers; other participants were administrators from min- - how to deal with complexity in EE (Italy); istries of education and environment, experts and researchers in environmental education. - which notion of economy and ecology are most useful in EE (Germany); The conference was considered to be a rather - what are the values vehiculed in ENSI ini- unusual one for OECD given the significant tiatives (Scotland). grass-root participation and was found to be highly successful in the way it succeeded in This is certainly an intensive agenda for 19 stimulating exchange among the different member countries participating in the present partners of the education system. When the phase of ENSI. The grass-roots action- event was reported to the Governing Board research methodology is still the basis upon of CERI. the members were practically which the project is constructed and a closer unanimous in their decision to continue the look at the policy context and macro-environ- i activity as an integral part of their main pro- mental issues are included to enrich the gramme. knowledge construction. To cite John Elliott in his analysis of the initial phase: There had initially been a suggestion within • the Secretariat that the ENS1 project be sub- "If insights into implementation problems/issues sumed under another project concerned with are to be taken out of the realm of private expe- work onthe curriculum in general. The Board rience and into that of public discourse via refused this proposal and insisted that ENSI action-research, then teachers and other educa- continue as a separate project. A specific plan tional innovators need to develop a methodolo- for further work was then elaborated and gy for accomplishing this. It is an important task approved by the Board. for CERI in its role as co-ordinator of international programmes of curriculum development and reform. Until this is achieved, the data base for comparing and contrasting innovation prob- Second phase lems and possibilities across educational systems will be limited. And this will constrain the This second phase of ENSI was built on the quality of international discourse on the prob- results of the 1986-88 period and has the lems surroundings educational innovation." ambition of taking these further by: These words may be the foresight into the a) expanding the network of schools challenge that awaits international organisa- involved, and improving the national and tion such as the OECD/CERI - provide international exchange of these experiences; insightful data, not only for administrators be organised in a local school, in a scout troop, in the city hall or at an international conference. The important thing is that many Voice of the Children children are involved, and that they are gen- uinely concerned with the questions they Kristin Eskeiand Lillehammer, Norway, as a part of the cultur- raise. Adults are facilitators only, not to lead al build-up towards the Olympic Games. 88 the process. hildren all over the world are worried children from 34 countries spent nine days about the future, even if they don't together, talking to each other about their Calways talk about it. They must be experiences, their ideas and their concerns, 1994-95 will be devoted to a world-wide given the opportunity to express their con- preparing a public presentation, a creative campaign along these same lines, giving chil- cerns, not only to parents and teachers, but performance as well as a hearing. dren the chance to present their concerns to where it really belongs, to decision-makers. their own leaders, and then later to world leaders in connection with the UN 50th Children are not always right, but they have a So what is a Children's hearing and how is it anniversary in 1995. The one main aim of right to be heard and to be taken seriously. If organised? The basic idea is to give children the campaign will be to give children all over we do not listen to young people, we risk rais- a say, to give them the opportunity to speak the world a day of access to leaders and to ing a generation who is willing to engage in to people in power. It can be done in many the press. There should be at least one day acts of terrorism in order to save the future, or ways, depending on the traditions and culture per year when people in power are willing to in my opinion much worse, young people in each country. Voice of the Children has listen to children and take their concerns seri- who have lost hope and couldn't care less. mostly done it by inviting 5-10 children, aged ously. between 1 1 and 15, to raise their concerns, Voice of the Children is an international cam- whatever they may be, to 4-6 politicians or paign which was launched in 1991 after a very other people of influence. The press, other The UN Convention on the Rights of the successful Children's Hearing on environment children and adults are invited to be present. Child gives all children the right to speak on and development in Bergen, Norway in May The children participating will be seated at their own behalf about their concerns. 1990. The aim of the campaign is to give chil- one table, the politicians at another. The Whether children are concerned about the dren the opportunity to voice their concerns, children are in charge, their words are to be environment, about their own lack of educa- first and foremost locally in their own countries, heard, the adults should be listening and tion or clean drinking water, about wars but also internationally. We feel that children answer only when challenged. between countries or violence in their own need to play an active part in the democratic homes, we the adults must learn to listen and to take their experiences and their ideas seri- process and that they need to know how. It may be tempting for politicians to use the ously. Children are not always right, no opportunity to make lovely speeches without more than adults, but they have a right to be The campaign grew quickly from one suc- really intending to follow up. A chair person, heard. cessful Hearing in 1990 to similar events in who is able to make sure the adults don't run more than 40 countries all over the world. 20 away with the show, therefore has an impor- of these countries were invited to send one tant role. The Voice of the Children campaign has so child each to Rio de Janeiro, to participate in far been financed by the Norwegian government, Unicef and the Karibu Foundation. It the Global Children's Hearing at the Earth Another very important point is that the chil- is run by two coordinators, Patricia Jalil for Summit in 1992. It became obvious from the dren playing an active role in the Hearing FUNAM. Argentina and me in Norway. • activities all over the world and the enormous must be part of a process in which many chil- enthusiasm in Rio that Voice of the Children dren participate. Voice of the Children want was not to be discontinued! to give ordinary children a chance to speak K. Eskeiand about their own, personal experiences and Voice of the Children The Rio Hearing was followed by another ideas, not a limited number of very knowl- PO Box 8844 Youngstorget event in Austria, prior to the UN Conference edgeable kids who are able to speak thelan- N-0028 Oslo on Human Rights. 37 young people, mostly guage of the politicians themselves. Children from Europe, but with a few representatives are invited to come up with their concerns by from Latin America and Africa, spent a week letters or paintings, by home-made post cards debating what they felt were the most impor- or by participating in local workshops. This tant human rights. Their views were present- process could be organised by local NGOs or ed at the conference in the form of an impres- by schools. The children to participate in the sive document and a huge tree with all their Hearing should be elected among the chil- wishes for a better world written on the dren who have participated actively in this colourful fruits. Children all over the world process, preferably by their peers. show that their main concerns are the environment, peace and human rights like the right to an education and a life without violence. Local process This local process, where the children talk Children's hearing about their own experiences and the situation in their community, is the basis of the Voice In autumn 1993 the International Peace of the Children campaigns. The simplicity is Festival for Children was organised in the beauty of it: workshops and hearings can Thinking and working together

John Baines education that it is maintaining an executive as part of East-West initiatives such as the officer in Gland who is responsible for co- European Union PHARE programme and the hat is it that makes me and hundreds ordinating the education and communication UK Environmental Know-How Fund. of other people around the world programme and supporting the global net- Wbecome part of the IUCN, the World work of volunteers that make up CEC. The two committees will also merge with the Conservation Union's Commission on younger South Europe Committee to make an Education and Communication? 1 hope by Hut what is it IUCN expects from CEC? In all-Europe committee. It will be launched in the end of this brief article you will under- Caring for the Earth IUCN lists nine princi- 1994. Its main purpose will be to facilitate stand why and might even wish to support it ples for sustainable living. All of them have the exchange of information and ideas about and work for it. implications for education because without a environmental education between European means of helping people to understand their countries. The International Union for Conservation of importance and to live sustainably, the princi- Nature and Natural Resources is now known ples will remain ideals. Education is particu- I say "environmental education", but since the World Conservation Union, or IUCN for larly important in enabling people to "change the publication of Coring for the Earth and short. It was set up after World War II to pro- personal attitudes and practice" through help- the Earth Summit in Rio, the concept has mote the conservation of nature and natural ing people to re-examine their values and been expanded to become education for sus- resources, it is still unique on the internation- alter their behaviour (Principle 6) and in tainability - a concept linking environmental al scene because its membership brings enabling "communities to care for their own and development education. How this is to be together governments, government agencies environments" (Principle 7) through training integrated into education programmes is the and non-government organisations. In 1993 it and information dissemination. major challenge for IUCN's Commission on had 773 member organisations spread across Education and Communication in the years to 123 countries. come. •

It exists to serve its members. It represents Achieving the principles J. Baines their views on the world stage and provides CEC's work programme is designed to con- Secretary to the North-West Europe Committee them with the concepts, strategies and techni- tribute to the achievement of the principles. It IUCN cal support they need to achieve their goals. will do this by advising the IUCN secretariat rue Mauverney 28 The headquarters are in Gland, Switzerland, on education activities, by developing and CH-11% Gland and from there a secretariat co-ordinates the supporting education within other IUCN pro- programme and leads a number of conserva- grammes and by developing its own activities tion initiatives. However, the bulk of its work and programmes. For example, following the is carried out through thousands of volunteers Earth Summit, CEC prepared adocument to who belong to project teams and action guide those preparing national strategies for groups in one of the six commissions. The environmental education. Commission on Education and Communication (CEC) is one of the commissions and as a member- of it. I am one of the CEC also produces a newsletter called thousands of volunteers whose small contri- Nature Herald. First published in October bution, when added to the contributions of 1991, there have been four issues, each one others, helps establish the theory and practice providing news about IUCN, major interna- of environmental education worldwide. tional environmental education events, CEC Approach through games projects around the world and viewpoints u from CEC members. g

A precursor CEC operates at both international and < regional levels. In some part of of the world, The CEC can claim to be the earliest interna- members have set up regional networks or tional group promoting environmental educa- committees. The two oldest of these are in tion. At its conference in Nevada, USA, in Europe. The East Europe and North-West 1970, it produced a definition for environ- Europe Committees were set up in the 1960s mental education which is still accepted and and have met annually since then. The com- used around the world as a foundation on mittees hold conferences in a different mem- which to build education programmes. For ber country each year. Topics addressed in those who may not have seen it for some recent conferences have been agriculture and time, here it is again: education, education and sustainable futures, education and sustainable tourism and "Environmental education is the process of preparing for education for sustainability. recognising values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among people, their culture and their biophysi- Merging of committees cal surroundings. Environmental education also entails practice in decision-making and self- In 1984. the two committees held a joint con- formation of a code of behaviour about issues ference in Finland and since then have concerning environmental quality." repeated this every other year. This co-operation has paved the way for the committees to For much of its life CEC has had to adminis- decide to merge because changes in Eastern ter its own affairs through the chairperson Europe are making co-operation 011 common and a small steering committee drawn from themes easier and more relevant. Members members. It is a sign of IUCN's support tol- are involved in frequent personnel exchanges o <

Working in the school garden, discovering composting (right) are means of learning to manage one's environment.

International Environmental Education for its services of imparling awareness to Programme (IEEP). Since then, IEEP has decision-makers for EE development to been in operation in the Environmental reach the grassroots of education in the Unesco Education Unit, Unesco Secretariat, Paris. member slates. The Programme received explicit mention in Agenda 21. Abdul Ghafoor Ghaznawi The Programme's objectives are to develop the philosophy, goals and objectives and nvironmental education can become guiding principles of EE as well as strategies After Rio most relevant, effective and functional for curricula, materials and personnel train- Ewhen its goals and objectives as well as ing for all types and levels of education. Its li may be stated that the Education Chapter of its implementation are based on recognised long-term objective has been to develop, on Agenda 21 finds its roots in our work. The needs of its target groups at international, the part of individuals and communities, same Chapter of Agenda 21 linds its future in regional, national and local levels. The need environmental awareness, knowledge, posi- Unesco where it will be best executed in the for environmental education (EE) at the tive attitudes, commitments for actions and framework of the Programme and in the context international level was recognised and its ethical responsibilities for the rational use of of its recognised experiences and success and development requested through resources and for the protection, improve- its direct contacts and collaboration with UN Recommendation 96 of the United Nations ment and development of the environment bodies, with ministries of education, curriculum Conference on Human Environment. with due consideration given to the develop- development centres, teacher education institu- Stockholm. 1972, which stated that the ment needs of future generations. tions. technical and vocational schools, univer- "Secretary General, the Organisations of the sities, non-formal and adult education centres, United Nations systems, especially the Ii is executed on the basis of established basic education projects as well as non-govern- United Nations Educational, Scientific and guidelines, needs of member states and mental organisations in our 172 member states. Cultural Organisation, and the other interna- supervised by a steering committee and con- tional agencies concerned, should, after continuous evaluation of its whole operation or Currently Unesco as Task Manager is lead- sultation and agreement, take the necessary certain EE activities. The general policy and ing the preparation of a comprehensive steps to establish an international programme guidelines to this effect are set in a review of the UN system-wide EE pro- in environmental education, interdisciplinary Memorandum of Understanding. Similarly, gramme for 1992-93 and a consolidated joint in approach, in school and out-of-school, IEEP is implemented in close co-operation UN system-wide environmental education encompassing all levels of education and with UNEP, UN agencies and governmental programme for 1994-95 to reflect the inte- directed towards the general public, in par- and non-governmental organisations and gration of UNCED decisions into existing ticular the ordinary citizen living in rural and within the context of the UN system-wide UN programmes. The Programme's empha- urban areas, youth and adult alike, with a medium-term environment programme. sis for 1994-95 will be on interdisciplinary view to educating him as to the simple steps activities in the context of Unesco's interdis- lie might take, within his means, to manage The execution of the activities is supervised ciplinary and inter-agency project on envi- and control his environment". by a steering committee consisting of senior ronment and population education and infor- decision-makers in environmental education. mation for human development. The above-mentioned mandate has served as The steering committee meets once a year. a landmark in the recognition of the need and The achievements and constraints of actions promotion of environmental education as an at international, regional and national levels important measure for fostering the protec- are subjected periodically to an evaluation Impacts and achievement tion and improvement of the environment by done by outside consultants. Specific activi- The Programme's mechanisms of operation all the target groups mentioned therein. The ties are subjected to evaluation as deemed are exchange of information and experience, fundamental contribution of this mandate has necessary. Through the above series of con- research and experimentation, curriculum been its impact on concerned organisations tinuous guidance, control, evaluation and and materials development, training of per- and institutions who have taken actions in the consequent updating, the Programme has sonnel and international co-operation. creation of programmes such as the Unesco- emerged after about 20 years of operation as UNEP International Environmental one of the exemplary EE inter-agency co- In this context, the impacts and achievement Education Programme (IEEP), which has operation projects in the UN system. served as a multiplier effect in the promotion vary from raising Ihe environmental aware- and development of environmental education ness of high level decision-makers to foster- for all types and levels of education at inter- ing EE teaching/learning at the grassroots in national, regional and national levels. In Rio the member slates and the following are a few selected examples: 1992 was a challenging and unique year in the history of the Programme because gov- The Programme has involved high level International Environmental ernments during the Earth Summit had the decision-makers in its activities which has Education Programme (IEEP) occasion to express their view and comments contributed to their environmental aware- on the contributions, successes and failures ness. Almost all international, national and In translating Recommendation 96 into of the Programme and make decisions for its regional activities of the Programme have actions, it was in 1975 that Unesco in co- functions for the future. 11 was a rewarding been inaugurated and addressed by con- operation with UNEP launched the year because governments supported Unesco cerned high level decision-makers such as Speakers of Parliaments, ministers of educa- activities lead to useful output and. thus, they and agricultural sectors for sustainability and tion or environment, in the member states. make teaching/learning more relevant to the with the skill potentialities of the business immediate environment and to daily life. sector. Much research and investigations are Unesco in this framework has developed the needed for revising current policies and holistic concept of the environment (natural The Programme's major impact in the guidelines and for finding new ways and and man-made), the philosophy, goals and exchange of information and experience is means of harmonising the social, industrial objectives, guiding principles of EE and achieved through its quarterly newsletter and business sector objectives, needs and strategies for their incorporation into the for- Connect, published in eight languages and outputs towards sustainability in contempo- mal and non-formal education sectors. disseminated to 20.000 institutions and pro- rary society. In other words, EE has the chal- fessionals in the world. Similarly, the direc- lenge of promoting "learning to be" in the tory of institutions active in EE promotes environment as the only home for the present Unesco and UNEP have developed an inter- interaction among 1,500 institutions in all and future generations of the human family. national strategy for action in the field of regions. environmental education and training for the 1990s, which has since served as an impor- Opinions expressed are those of the author tant example and resource material for the and they do not necessarily coincide with those of Unesco. • development of national strategies and action Major challenges plan in EE in several member states. Dr A. Ghafoor Ghaznawi EE's gained impetus needs to be maintained Chief of the Environmental Education Unit The Programme has developed documents and it should further be directed towards the Unesco on strategies and guidelines for the integra- grassroots level where the action is. 7 place de Fontenoy tion of EE into primary and secondary schools, pre-university technical and voca- Awareness and involvement of high level F-75700 Paris tional education, teacher education and uni- decision-makers are to be promoted further versity general education and has trained in order to facilitate decision-making con- concerned educational decision-makers in all cerning the development of EE for sustain- regions on their effective adaptation and use able development at national level. at national level through 50 international, regional and subregional training seminars. EE has to focus on deciphering the philoso- Trained educators have served as multiplier phy goals and objectives of sustainable effect in furthering educational change with development and on incorporating them into respect to EE. teaching/learning messages for various target groups in the formal and non-formal educa- The Programme has achieved the develop- tion sectors with due consideration given to ment of the environmental education series on-going educational systems, environment containing at present 48 prototype EE mod- and development priorities and realities and ules especially curriculum prototypes for pri- socio-cultural values. This requires research, mary and secondary schools, technical and curriculum and teacher education renewal, vocational schools and their corresponding interdisciplinary and problem-solving teacher education programmes. The local approaches and student-centred activities. adaptation of these prototypes have been fos- tered through 150 pilot projects and 160 EE must empower individuals and communi- national training workshops in the member ties, as called for in Agenda 21, for making states. Trained educators have served as mul- informed decisions concerning environment tiplier effect in furthering environmental and sustainable development issues that education at the grassroots level. affect them individually and collectively at local, national and international levels. The Programme has emphasised EE teaching/learning with investigation and problem- EE must find through research the seeds of solving approaches as early in schooling as concepts and practices of sustainable devel- possible. In this context the use of the envi- opment in major cultural and religious con- ronment as a living laboratory is encouraged texts especially in developing countries. at all levels of education. This facilitates These seeds could serve as the best anchor- teaching/learning and saves funds for classi- ing points for furthering rational and sound cal laboratory set-ups and equipment. resource use, equity and eradicating poverty.

Student-centred relevant activities such as A major challenge to EE is to harmonise Ihe gaining experience in recycling newspapers, needs and actions of environmental interven- composting the canteen waste, school gar- tions and sustainable development priorities dening and games are just a few examples with the needs of a decent life-style in the promoted in schools in Malaysia. These social sector, with objectives of industrial study centres Geoff Cooper - future thinking; tial. Centres can unlock talent which has failed to emerge through formal education. - feelings of belonging to the natural world ritain was the first country to develop and an understanding of our relationship to the concept of field study centres which Centres should address all aspects of envi- all life on earth; Bpromoted an academic approach to ronmental education from awareness, under- fieldwork in geography, history and biology. - creativity, imagination, a spiritual and per- standing and the development of skills to the There are now hundreds of field centres sonal response to the environment; discussion of attitudes and values and the across Europe. They vary from substantial ways in which action can be taken. They - an ability for reflection and evaluation. residential buildings with professional staff to should tackle the major ecological concepts simple unstaffed bases. Some are closely which govern all life on this planet. Through Field centres have great potential in encour- linked to formal education with young people environmental issues they should also intro- aging these skills and qualities which involve taking courses at centres as part of their cur- duce economic and political systems and the "whole" person. They need to develop riculum. Others provide opportunities for how they influence the environment. (In a courses which encompass feelings, analytical informal education out of school time. survey of environmental education centres in and aesthetic thinking and personal and Europe conducted by Aktion social skills. I believe the traditional concept These centres have provided many academic Fischotterschutz in 1993 only 15% of centres of a field centre is no longer valid and we and social benefits. They have encouraged an stated that "political awareness and partici- should be establishing environmental centres interest in the environment through first-hand pation" was a focus of their work.) The aim to develop more sustainable lifestyles. investigation and experience. Students are should be to encourage citizens who are often motivated by their new environment aware and environmentally competent. and teaching and learning methods can be What are the characteristics of these environmental centres? It is not enough for them to flexible. Learning is experiential and Centres should have an "open" policy foster- encourage saving aluminium cans or planti- involves co-operation, discussion and deci- ing links with the local community and other sion-making. Fieldwork can enrich aspects of ng trees, changes must affect the whole life organisations and agencies working towards the formal curriculum and lead to better stu- of the centre. Too often centres have become similar aims. They should look at ways of dent-teacher relationships. synonymous with buildings and their mainte- sharing expertise with other centres and nance rather than with organisations that can encourage in-service development of their Recent research (Joy Palmer, 1992) has facilitate environmental change. The starting own staff. shown that "outdoor experiences" such as point should be to clarify the aims and philosophy of the centre and match these to the those provided by field centres may be a Centres should try to improve their own needs of potential participants. The philoso- major influence in developing a long-term environmental actions, for instance in terms phy should permeate the attitudes and behav- interest in the environment. But to what of energy saving, recycling and use of mate- iour of staff and students, the curriculum, extent have field centres met the challenge of rials.They should examine their activities methods of learning as well as the physical environmental education in its true sense? and use of sites and ensure that these are environment of the buildings and grounds of Their programmes have often concentrated compatible with their overall aims. There the centre. In moving towards greater envi- on learning about and through the environ- should be attempts to improve environments ronmental awareness and action, centres may ment. On occasions they use the environ- through practical conservation. ment as a laboratory rather than an opportu- find the following guidelines useful: nity to develop feelings and kinship to the Through their own example, centres should natural world. Studies in countries as cultur- discuss with leaders and participants on ally diverse as Hungary and Japan have Guidelines courses, ways to make improvements in their shown that an understanding of ecological own actions and encourage them to adopt concepts has not produced changes in atti- The aim should be holistic education. more sustainable lifestyles. tudes and behaviour (Andras Victor, 1991). Personal, social and environmental aware- Young people may return from a field centre ness and skills are all part of the same Centres should try to relate local issues to more knowledgeable about a particular envi- process. This ethos should permeate the global patterns. This message should be pos- ronment. perhaps more sociable and with work of the centre. itive, forward-looking and attempt to broad- new interests, but are they prepared to take en horizons and foster international under- action for the environment? Have they been Centres should move away from narrow pro- standing. encouraged to adopt a more sustainable grammes based on academic fieldwork. lifestvle? They should broaden their base to include These guidelines present a challenge to field other approaches, for example, through art, study centres. There is a need to re-assess drama or problem-solving, which encourage aims and build new programmes which are How can centres educate for environmental learning. relevant to the development of more sustainable lifestyles. • sustainability? Centres should question the importance they I believe the following skills and qualities are place on activities. Are they an end in them- G. A. Cooper essential if we are to educate for sustainabili- selves or used as a vehicle for learning? Are Metropolitan Wigan ty: there opportunities to "plan, do and review"? Low Bank Ground Outdoor Education Centre GB-Coniston LA2I 8AA - self-esteem, confidence, motivation: Centres should develop programmes in consultation with students to give a sense of - co-operation, trust, empathy; ownership and self-reliance. The "atmos- - communication skills including negotiation phere" and organisation of the centre should and decision-making: be conducive to this process. - an ability for critical thinking, lateral think- Teaching and learning styles should be var- ing. problem-solving: ied and flexible depending on activities and - self-reliance, an ability to take responsibili- situations. They should be designed to ty for one's own actions: encourage all students to achieve their poten- Central European University

Ed Bellinger often be transnational^ implemented. The ! programme aims to develop a network of CEU environmental graduates in universities, he Central European University (CEU) came into existence in 1989 at the time governments, NGOs and businesses through- Tof the major political changes taking out the region enabling the free exchange of place in that region. Its founder was George information and experiences. Thus the pro- Soros, the international financier and philan- gramme will build up a facility in the region thropist and a fierce exponent of the "open which can scarcely be matched in Western society". The CEU has two centres, one in Europe. Prague which deals with art history and economics and one in Budapest which deals with law. medieval studies, politics. European his- Teaching programme tory and environmental sciences and policy, although other programmes are planned. At To date the department has organised a series the present time all studies are at the post- of eight week-long summer programmes for graduate level but these are planned to be about 60 students from the whole region. extended to undergraduates as well. Students These programmes have followed the princi- are recruited from what was the former ples outlined above emphasising the multidis- Soviet empire, from countries as geographi- ciplinary approach to solving environmental cally separated as Albania and Macedonia in problems. Leading environmentalists from the south to Estonia in the north, from the region. Western Europe and North Hungary and the Czech Republic in the west America contributed to a teaching, discus- to Kazakhstan and Kyrgystan in the east. The sion, workshop and fieldwork programme. A teaching staff, all leading experts in their own wide range of topics are covered. Because of fields, are also recruited from the region but the wide range of backgrounds shown by the are supplemented by experts from Western students, part of the programme is devoted to Europe and the United States. bringing the students to the same general level of environmental awareness before leading them into new topics and approaches. The CEU has three distinct components: the Special sections on GIS and EIA are used to university proper (which also includes schol- integrate the numerous disciplines covered. arship programmes), the research support Nearly 200 students with SOROS funding scheme, and the higher education support have completed this summer programme. programme. The environmental education programmes are mainly concerned with the first two of these, although it is increasingly From 1994 the department intends to offer a involved with the third. one-year full masters programme in environmental science and policy. This course will be divided into two parts. The first is a taught part consisting of four units. The first of these Environmental programme is introductory, covering the broad spectrum of environmental subjects and emphasising ll is now clear that environmental problems the multidisciplinary nature of the subject. are a major issue in Central and Eastern Europe and the CIS. These problems require urgent attention and the groundswell of opin- The remaining three units specialise in envi- ion among scientists and the public suggests ronmental issues in the countryside, forestry that something must be done. It is also true and agriculture, problems in the urban envi- that there is a grave shortage of trained environment and finally, environmental aspects ronmentalists in those countries, so much so of industrial activities. The taught part of the that it can sometimes be difficult for them to course will be largely based in Budapest assemble their own environmental legislation using the existing facilities of the CEU but and management strategies. The CEU envi- also utilising the new buildings being con- ronmental programme seeks to establish a structed which will be available soon. sound basis for the development and implementation of environmental policy in the The second part of the masters course con- region: sists of a research project lasting approximately five months. Students will be offered - by combining the best and most up-to-date a wide range of projects covering both practi- technology of the West with the indigenous cal and theoretical topics. These will be car- strengths of the region; ried out either in Budapest or any other country in ihe region. On completion the project - by emphasising the multidisciplinary nature must be written up and presented as a bound of environmental science and policy by thesis. ensuring that the programme includes elements of biology, ecology, physical sciences, A number of scholarships are offered by the chemistry, engineering, economics, law and CEU Environmental Sciences and Policy planning; Department to scholars. Individual scholar- - by recognising that successful environmen- ships can be awarded to up to 30 students for tal policy and management must be based on a period not exceeding one year for research transnational and international data and must or work experience with leading scientific and environmental institutions around the tion with their local institutions for periods Exchange of information is taking place world. Also, up to 15 scholarships will be up to two years. These awards enable stu- between them and a network has developed. awarded for students to register for the dents to put to good use the knowledge This has spread beyond Central and Eastern University of Manchester (UK) environmen- gained in the formal courses and to initiate Europe and includes many East-West links. tal masters programme in pollution and envi- research in their own countries in new envi- What is extremely encouraging is that these ronmental control. These scholarships are ronmentally related areas. One of the pur- links are persisting and even strengthening jointly funded by the UK Foreign and poses of these awards is to encourage schol- with time. Past students are continuing to use Commonwealth Office. ars to return and work in their own countries the CEU as a forum for the exchange of ideas and to develop bonafide research pro- and the discussion of problems in workshop In addition to the masters programme, the grammes with their colleagues and their insti- and other meetings. It is this sort of continued department will run a number of short teach- tutions. contact that will truly produce "open soci- ing and training programmes of one or two eties" in the region. • weeks' duration throughout the year in The department is also involved in develop- Budapest. These will be designed to bring ing a number of research projects in its own Dr E. Bellinger together specialist post-graduates for conver- right and in collaboration with other institu- Department of Environmental Sciences anil Policy sion courses, to study new specialisms or tions both in the region and in the West. Central European University techniques or to discuss new problem areas in Areas of interest range from animal feedstuff Huvosvolgyi u. 54 the region. production to novel ways of wastewater treat- H-11)21 Budapest ment. EIA, GIS and projects on environmental policy are also being developed. Research programme The CEU is a unique concept in the region. A variable number of environmental research Already the students who have passed support scheme awards are available for suit- through the environmental programme are able projects suggested by scholars to be car- securing positions in government, industry ried out in their own countries and in associa- and universities in their own countries.

To teach teachers

Cln is Oullon - develop and strengthen links with existing were presented. A project, Environmental networks, especially EC and UNEP projects; education into initial teacher education in he Association for Teacher Education in Europe (EEITE). organised by members of - relate European environmental education Europe (ATEE) is the leading organisa- the working group and funded by DG XI of issues lo a global context: Ttion promoting collaboration, research the European Commission, was announced at and development for teacher education in - stimulate the development and implementa- the meeting. The next ATEE conference will Europe. Within the organisation there are 17 tion of curricula for both pre-service and in- be held in Prague on 4 to 9 September 1994. working groups, each focusing on a particular service teacher education. The theme for the main conference is "The aspect of teacher education. Members of the teacher in a changing Europe: environmental working groups meet together at the annual education". ATEE conference. Each annual conference has a theme which is addressed through the Individual and collective work If you work in the field of environmental main conference programme. In addition, a education and teacher education, your ideas series of working group sessions are also As the title "working group" suggests, these and contributions are welcome. scheduled. purposes are achieved through the activities and efforts of members both individually and collectively. The working group exists as an C. Oulton The interdisciplinary working group on envi- "umbrella" for these activities and, through University of Bath ronmental education was formed in 1992. the annual conference, provides an opportu- School of Education The purposes of the group are to: nity to meet together, share ideas and plan Claverton Down - establish a regular forum for teacher educa- new activities. GB-Bath BA2 7AY tors with an active interest in environmental education; To date, more than 100 teacher educators and - promote research on environmental educa- researchers have registered their interest in tion in the context of teacher education; the working group. In September 1993. over ATEE Secretariat 30 people attended the working group ses- 60 rue de la Concorde - promote publications in the field of environ- sions in Lisbon and 19 papers, on a wide B-1050 Brussels mental education; range of environmental education topics, The Etna

and activities, and thus to become the ecologi- We hope to continue their work by encour- cal reference point for the area. aging nations to settle their conflicts through diplomacy and to construct a Mediterranean In Italy The Centre was officially inaugurated in Community, which is proving increasingly spring 1990, and caters for all the necessary as a forum for encounters between Giuseppe Spinelli Mediterranean peoples as interrelated mem- the peoples of Europe, Asia and Africa. bers of a system, given that it is local people "After all. we may turn out to be brothers." ur ability to solve ecological prob- who will provide the driving force for the lems depends on our professionalism Centre. It is independent and non-profit- I am convinced that if this proposal were Oin managing the environment and making. It has an extensive library and implemented it would advance the cause of the extent of our political and economic but archives on the environment. Il collects pub- peace. Although the Centre deliberately con- also ethical knowledge and awareness of the lications. studies and other materials which centrates on environmental education, it is issues involved. Today we must set our hori- help propagate ideas for the proper use of the obvious that this idea cannot be confined to zons on a new culture and reconsider our environment. It organises training courses protecting the physico-chemical or biologi- relationship with the environment: we must for teachers, nature wardens and community cal aspects of the Mediterranean Basin: it strive to integrate nature conservation into a development workers, producing the requi- also extends to culture. This is the frame- harmonious approach to sustainable develop- site material and using inexpensive means so work within which a federation of all nations ment. In practical terms, this means not only that even countries with limited economic and peoples may, in time, establish that putting forward educational proposals to resources can reproduce the experiments car- desirable concord based on mutual knowl- help disseminate an accurate perception of ried out in the Centre. The Centre's main edge, respect, understanding, clemency, the value of the environment, but also shap- problems are obtaining visas for EEC coun- magnanimity and tolerance. For I believe ing and reinforcing positive attitudes towards tries. and covering travelling expenses for thai it is by being heedful of man and nature nature and even towards man. as one of its teachers from developing countries, accom- that we can move towards a better shared components. We must strive to change the modation expenses and the cost of convert- future. This is the hope which constitutes our motives behind the misconception of the ing a building which is to become the strength and gives meaning to our lives. • relationship between human communities Centre's new headquarters. and the environment, and also conduct pub- G. Spinelli lic awareness campaigns to elicit appropriate behaviour, with the help of educational pro- The Centre has organised international study Director grammes and tangible commitment on the camps on environmental education for teach- Study Centre of Environmental Education for the part of individuals and institutions working ers in Calabria. France and Bulgaria: so far, Mediterranean Area in the education sector. 90 people from 13 different Mediterranean CP 80 countries have attended. It is supported in 1-25087 Salo these activities by the provincial authorities Although a theoretical approach is needed, of Reggio di Calabria (Italy) and the EEC we must also take account of practical expe- Tempus project. This year, two further inter- rience, particularly of the project as a whole national camps are planned, one in Slovenia while at the same time respecting each indi- on the preservation of wetlands and one in vidual and emphasising field work. Calabria on the preservation of the sea.

Intercultural action The Centre is also carrying out research for public bodies on education in optimum The general aim of the Study Centre of waste disposal methods and the conservation Environmental Education for the of protected areas. The report on a course Mediterranean Area is to encourage public designed for nature guides, published by the awareness of the value of the environment Veneto Regional Forestry Office, sets forth and thus prompt intercultural action to foster the Centre's philosophical and methodologi- positive attitudes to the environment and cal interpretation of environmental educa- resource utilisation. In our view, this aim may tion. be achieved through a new awareness of the problem, improved understanding of environmental processes and professionalism in the Historical roots social, technical and economic fields. The Centre specifically strives to take stock of, co- We are only just beginning to reap the bene- ordinate. promote and disseminate throughout fits of the endeavours, in the early Middle the Mediterranean Basin the optimum strate- Ages, of the Egyptian Sultan Malik al-Kamil gies. projects, methods, materials, instruments and the Emperor Frederick II. King of Sicily. The Touch network Milan Calia - personal, community and global levels; - make it a residential experience if possible; - theory as well as good practice; - allow everybody to make an equal contribu- ouch originated in Czechoslovakia in tion; 1988 when a small group of the - informal as well as formal sectors of educa- T"Brontosaurus" movement decided to tion. - encourage mutual support; develop their interest in practical approaches - make it as experiential and participatory as to environmental education. They planned an possible; unusual European environmental conference based on education through experience. They How is this achieved? - balance work with fun; wanted to encourage participants to have Through small friendly conferences, regional - allow no "gurus"; direct experience with the real environment - meetings, joint projects, networking. to touch it. The success of this first conference - use humour to generate warmth, trust and in Sec has led to many follow-ups such as pro- openness; There is unity of purpose in encouraging gramme exchanges, scholarships, translations environmental education for sustainable liv- - generate joint projects and maintain contact of materials and joint international projects. ing. There is diversity in terms of countries, after the event. • backgrounds, professions, etc. Touch believes that environmental education M. Caha at all levels will play a vital role in encourag- National Centre for Environmental Education ing a more sustainable society. Lubianska 18 Guidelines 120 00 Praha 2 Czech Republic What approach? We believe that the Touch conference formu- la, small-scale in concept, with an emphasis Touch encourages holistic environmental on conviviality and sharing, is an invaluable education through personal experience and vehicle for the promotion of environmental interactive and co-operative learning. It is education across Europe. concerned with: - bring together a group from a broad range - the whole process of environmental educa- of backgrounds; tion: raising awareness, developing skills, - make sure there is an equal number of men knowledge and understanding, clarifying atti- and women; tudes and values and taking action for the environment; - keep the group small - up to 30 in number;

Diversity within unity Roy Williams source of collective knowledge that can be ed nature of the environment by recognising utilised by educators. Furthermore, the act that its present state is the consequence of he research programme "Diversity within of collaboration educators from different both previous and ongoing events and strug- unity" is an attempt to bring into the countries, as this project demonstrates, both gles within and between communities. Tprocess of environmental education some widens and deepens our understanding not understanding of the political, social and cultur- only of the nature and the causes of our pre- The report of the project, made to al conditions that influence the environmental sent ecological predicament but also of the Directorate General XI of the EC and the decision-making process at all levels of com- obstacles and constraints that obstruct the Worldwide Fund for Nature (UK), fully doc- munity living. It contains two important aims : implementation of ameliorative action. uments the research programme and provides both a theoretical framework for the - to provide knowledge about the environ- Essentially, the project established a network approach advocated as well as concrete mental state of Europe and to connect this of educators from six countries who repre- examples of case studies that are informed with policy and decision-making at all levels sented a broad regional division of Europe by the principles and concepts which it of the community; and who provided a set of case studies, both espoused. • - to explore and examine the concept of care theoretical and practical, on approaches to and protection of the environment as the environmental education that illustrate the R. Williams means to unify for a common cause the principle and concepts adopted for the 22 Mailing Place diversity of Europe's peoples and their cul- research programme. An additional element Spences Lane tures but without diminishing their separate in the research programme was an evaluation GB-Lewes BN7 2HE and different identities. of the contributions that history and ethnog- raphy are able to make to our environmental understanding. Because they share much in common, together they are able to provide A source of collective knowl- the tools to interrogate the environment empirically and lay the groundwork for theo- edge ries which capture and explain the processes The range of rich diversity that Europe pos- of change in the environment. Such an sesses in regard to the historical evolution of analysis allows account to be taken of the the human-environment relationship is a socially, politically and culturally construct- mainly local, but children also come from the dren and teachers. One of these is "Sun Ship whole of France and the rest of Europe. Earth", derived from the methods of the Port-Cros Institute for Earth Education. Philippe Robert Setting objectives This form of teaching, which originated in the USA 25 years ago, is practised today in nearly all s one of France's seven national parks, In response to demand from the teaching profes- countries of the world. It brings children into Port-Cros has certain basic assignments sion. our education service offers numerous contact with nature in such a way that they can Ato fulfil. We are required lo protect the facilities for discovering the environment in the touch and feel it until a unique relationship devel- physical environment (land and sea), conduct traditional way, with the emphasis on the school ops. At the same time they are given practical scientific research for the purposes of manage- curriculum. Knowledge and understanding are experience of activities which teach them the ment. and provide the public with information. seen as twin prerequisites for learning to defend basic concepts of ecology. Walks into the heart The park's geographical location makes it par- what one has been taught to appreciate. of the natural world alternate with notional and ticularly attractive to summer visitors and sensorial discovery sessions which are authentic everyone with a liking for the sea, and we Protected areas are magnificent teaching aids, moments of contact, immersion and pleasure. endeavour to return the compliment by going in and we see no reason why sites where nauire is The children are confronted with photosynthesis, for educative action on a grand scale. supreme should not be used in order to foster a for example, in the world's most remarkable fac- complementary approach. Complementary, but tory: a green leaf. Along a narrow footpath away with a different objective: to teach people to be from the main walking trail numerous surprises Destination nature moved by nature, feel passionately about it and, lie in wait: a tree that tells its life story, for exam- through understanding, come to love the natural ple, or the sound of the dawn chorus... Since 1980 we have been organising and devel- world in its entirety and want to join forces with oping the National Park's education potential others working on a specific project. Such is the The delight which contact with nature brings, while at the same lime converting a 19th centu- objective we have set ourselves at Port-Cros, as and the opportunity to learn more about the ry fort, the Eminence, into an accommodation we look to the time when the whole of the natural way life on earth functions, are bound to centre for parties of visitors. In 1990. a partner- world will be treated with respect. engender a new attitude towards the environ- ship contract was drawn up between the Park ment. • and the General Council of the Department of Var through the good offices of its educational An attractive method P. Robert arm, the Office departemental d'education el de Information Counsellor loisirs du Var (ODEL-Var). The Park's educa- Enjoyment and excitement are what keep peo- Port-Cros National Park tion centre now accommodates nearly 1.000 ple alert and active, especially children. The Castel Sainte Claire children every year in the period from early programmes offered at Port-Cros are varied F-83400 Hyeres March to the end of November. The intake is and can be adjusted to the motivations of chil-

First dive or immersion in the natural habitat At the Council of Europe posters etc.). The Council of Europe Public draft conventions: the first, drawn up on the Relations Service will contact prizewinners joint initiative of Austria and Hungary, is to obtain originals (negatives or slides) for a designed to ensure that the expected devel- fixed period. opment of this region as a result of geopoliti- cal changes does not endanger the environ- Prizewinners will grant reproduction rights ment and natural resources of the Danube free of charge to the Council of Europe and basin. The convention is mainly environ- the National ENCY Organising Committees. mental in scope.

The second draft convention is a German A Charter for the Danube initiative which also involves the CSCE and the United Nations Economic Commission At its last session the Parliamentary for Europe. This convention will be much Assembly considered a report on the preser- broader in scope, as it is geared to reducing Photography competition vation and development of the Danube pollution in the Danube and protecting both basin. It adopted a resolution on the subject, surface and ground water. It also provides he Council of Europe is launching a in which it decided to prepare a European European photography competition open lor the introduction of fairly stringent Danube basin charter, which would lay implementing procedures which will cover Tto amateurs and professionals alike with down the principles for permanent co-opera- the theme: "Nature outside protected areas" the 13 countries involved, ie an area of tion to be developed at intergovernmental some 800 000 km'. The aim is to capture the positive or harmful effects of human activity on nature, particu- The Parliamentary Assembly's aim is not to larly in areas covered by European Nature create a new structure but to set up an Conservation Year (ENCY), which the umbrella organisation reflecting the wishes Council of Europe has set for 1995: aquatic, of the governments, parliaments and local forested, agricultural, urban, industrial, and regional authorities of the countries in tourist and leisure, military, demilitarised, question, which would be responsible for the underground or close to major highways. overall management of the basin.

Entries must be in the form of colour prints The Charter will be drawn up by the of minimum size 13x18 cm or 18x18 cm Parliamentary Assembly Committee on the with a maximum of three entries per person. Environment, Regional Planning and Local Look to the future Authorities, which will organise the discus- There is no entry fee, but photographs will sions on the various aspects in association not be returned. with other Council of Europe bodies affected Look after nature by the project. Participants should indicate in capital letters on the back of each photograph: One initial activity will be a seminar, organ- - their surname, forename, address, tele- ised in co-operation with the Standing phone or (where possible) fax number, and Conference of Rectors. Presidents and Vice- country of origin; The activities of European Chancellors of European Universities, on legislation regarding the environment, - the title of the photograph and details of Nature Conservation Year will regional planning and water management. where it was taken, including geographical rally round this slogan and logo. location. This seminar is to be held in Budapest in July 1994 and will be aimed at members of The competition was launched in March level in association with the elected repre- parliament in the riparian countries. It will 1994 and the deadline for entries is (post- also form part of the Parliamentary sentatives of the riparian states and regions. mark) 26 September 1994. Assembly's programme of inter-parliamentary co-operation on legislative matters. • Entries should be sent to: This proposal, which could be the basis for the setting up of an International Danube Council of Europe Public Relations Service Council, draws on the findings of the 2nd "Photography competition" lnter-parliamentary Conference on the F-67075 STRASBOURG-Cedex Environment: the Danube River Basin, held in Regensburg (Germany) at the invitation of Mr An international jury of five professional B Zierer, a member of the Parliamentary photographers and two Council of Europe Assembly. In view of the changed geopoliti- representatives will meet in October 1994 to cal situation in Europe, the Danube basin select the best entries according to the crite- could become the hub of a process of integrat- ria of technical quality, artistic merit and ed development of the entire region, in the illustration of the chosen theme. The winners course of which its full potential (in the eco- will be notified immediately. nomic, tourism, transport and environmental fields) would be developed through concerted action by the riparian countries and regions. The Council of Europe is offering 33 cash prizes, the first being 5.000 FF. The Danube is already the subject of pro- The best photographs will be used in printed grammes or legislative instruments dealing material for ENCY 1995 (brochures, leaflets. with specific matters, including two recent National Agencies of the Centre AUSTRIA HUNGARY PORTUGAL Dr Wolfgang TRAUSSN1G Mrs Louise LAKOS Prof. Jorge M. PALMEIRIM Verhingdungstelle der Bllndersliider beim Department for International Co-operation Liga para a proteeçao da natureza Amt der NiedcrösterTeichischen Landesregierung Ministry for Environment and Regional Policy Estrada do Calharizde Benfica, 187 Sehenkenstrasse 4 P O Box 351 P-1500 LISBONNE A-1014 WIEN H-1394 BUDAPEST Fax 351-1 778 32 08 Fax 43-1 535 60 79 Fax 36-1 201 28 46 ROMANIA BELGIUM ICELAND Mme Lucia CEUCA M. Jean RENAULT Mr Sigurdur A. THRÁINSSON Direction Relations internationales, publiques et presse Ministère de l'Agriculture Ministry for the Environment Ministère des Eaux, Forêts et de la Protection de Administration de la Recherche Agronomique Vonarstraeli 4 l'Environnement Manhattan Center 7e étage ISL-150 REYKJAVIK Bd Libertatii 12, Secteur 5 Avenue du Boulevard 21 Fax 354-1 62 45 66 70542 BUCURESTI B-12 10 BRUXELLES Fax 40-1 312 25 99 Fax 32-2 211 75 53 IRELAND Mr Michael CANNY SAN MARINO BULGARIA National Parks and Wildlife Service Mme Antonietta BONELLI Mme Auréola IVANOVA Office of Public Works Département des Affaires Etrangères Division des Relations Internationales 51 St Stephens Green Contrada Omcrelli Ministère de l'Environnement IRL-DUBLIN 2 Palazzo Begni 67 rue W Gladstone Fax 353-1 66 20 283 Via Giacomini 1000 SOFIA 47031 -SAN MARINO Fax 359-2 52 16 34 ITALY Dr.ssa Elena MAMMONE SLOVAKIA CYPRUS Ministère de l'Agriculture et des Forêts Mrs Jana ZACHAROVA Mr Antonis L. ANTONIOU Bureau des Relations Internationales Department of Nature and Landscape Protection Environmental Service 18 via XX Settembre Ministry of the Environment Ministry of Agriculture, Natural Resources and Envitonment 1-00187 ROME Hlboká2 CY-NICOSIA Fax 39-6 48 84 394 812 35 BRATISLAVA Fax 357-2 44 51 56 Fax 42-7 311 368 LIECHTENSTEIN CZECH REPUBLIC Mr Wilfried MARXER-SCHÄDLER SLOVENIA Dr Bohumil KUCERA Liechtensteinische Gesellschaft für Umweltschutz Mr Janko ZERJAV Czech Institute for Nature Conservation Heiligkreuz 52 Environmental Protection and Water Regime Agency 4-6 Kalisnickd FL-949Ö VADUZ Vojkona la 130 20 PRAHA 3 Fax 41-75 233 11 77 61000-LJUBLJANA Fax 42-2 27 24 60 Fax 386-1 125 263 LITHUANIA DENMARK Dr Mindaugas LAPELE SPAIN Ms Lotte BARFOD Lithuanian Environmental Protection Department Mme Carmen CASAL FORNOS National Forest and Nature Agency Juozapaviciaus 9 Dirección General de Política Ambiental Ministry of the Environment 232600 VILNIUS Ministerio de Obras Públicas y Transportes Haraldsgade 53 Fax 370-2 35 80 20 Paseo de la Castellana 67 DK-2100 COPENHAGEN O E-28071 MADRID Fax 45-39 27 98 99 LUXEMBOURG Fax 34-1 554 62 77 M. Jean-Paul FELTGEN ESTONIA Ministère de l'Environnement SWEDEN Mr Kalju KUKK Montée de la Pétrusse Mr Ingvar BINGMAN Head of General Department L-2918 LUXEMBOURG Swedish Environment Protection Agency Ministry of the Environment Fax 352-40 04 10 Smidesvagen 5 24 Toompuiestee PO Box 1302 EE-0100 TALLINN MALTA S-171 85 SOLNA Fax 372-2 45 33 10 Mr John GRECH Fax 46-8 98 45 13 Head of Administration FINLAND Department of the Environment SWITZERLAND Mrs Leena SALONEN M-FLORIANA M. Jilrg KÀNZIG Ministry of the Environment Fax 356-24 13 78 Ligue suisse pour la protection de la nature P O Box 399 Wanenbergstrasse 22 SF 00121 HELSINKI NETHERLANDS CH-4052 BALE Fax 358-0 1991 503 Drs Peter W. BOS Fax 41-61 312 74 47 Ministry of Agriculture. Nature Management and FRANCE Fisheries Department for Nature. Forests, Landscape and TURKEY Mme Sylvie PAU Wildlife Mr Hasan ASMAZ Direction de la Nature et des Paysages PO Box 20401 Turkish Association for the Conservation of Nature Ministère de l'Environnement NL-2500 EK's-GRAVENHAGE and Natural Resources 20 avenue de Ségur Fax 31-70 347 82 28 Menekse sokak 29/4 F-75302 PARIS 07 SP TR-06440 KIZILAY-ANKARA Fax 33-1 42 19 19 77 NORWAY Fax 90-312 417 95 52 Ms Sylvi OFSTAD GERMANY Ministry of Environment UNITED KINGDOM Mrs Helga INDEN-HEINRICH Myntgaten 2 Mr M. W. HENCHMAN Deutscher Naturschutzring eV PO Box 8013 DEP English Nature Am Michaelshof 8-10 N-0030 OSLO Harbour House Postfach 20 04 25 Fax 47-22 34 95 60 Hythe Quay D-5134 BONN GB-COLCHESTER Fax 49-228 35 90 96 POLAND Fax 206 79 44 66 Mr Marcin HERBST GREECE Krajowe Centrum Edukacii Ekologtcznej Mr Donald MATTHEWS ul. Dubois 9 Hellenic Society for Nature Protection PL-00 182 WARSAW 24 Nikis Street Fax 48-2 635 64 68 GR-105 57 ATHENS Fax 30-1 32 25 285

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